TY  - JOUR
AU  - Golubović, Slavica
AU  - Šakotić, Nada
AU  - Janićijević, Dušanka
AU  - Ječmenica, Nevena
AU  - Dmitriev, Alexey
AU  - Kolyagina, Victoria
PY  - 2022
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/4584
AB  - The aim of this research is to determine the characteristics of storytelling in preschool children. The study included 60 children, aged four, five and six years. The characteristics of the narration of a story on the macrolinguistic and microlinguistic plane were assessed by applying the Comic story task (Kostić, Vladisavljević & Popović, 1983).
The results of the macrolinguistic structure of storytelling showed that focus in four and five-year-olds is in describing the introductory event and the activities leading to a goal. In contrast, with six-year-old children story patterns exist at a cognitive level, since the elements of the comic story are consistently described in just slightly less than half of the them.
The results of the microlinguistic structure of storytelling showed that the four- year-olds stories predominantly contain simple sentences, while simple-extended and dependent-complex syntactic constructions dominate in the stories of five-year-olds. In contrast, there is a tendency in six-year-olds to use complex (consecutive, dependent) sentences. Storytelling in children develops gradually over the preschool period, so instructions for storytelling is important for all children, especially for those at risk for or with language learning impairments.
AB  - Cilj ovog istraživanja je utvrđivanje karakteristika pripovedanja priče kod dece predškolskog uzrasta. Istraživanjem je obuhvaćeno 60 dece, uzrasta od četiri, pet i šest godina. Karakteristike pripovedanja priče kod dece na makrolingvističkom i mikrolingvističkom planu procenjene su primenom zadatka Strip priča (Kostić, Vladisavljević & Popović, 1983).  Rezultati istraživanja makrolingvističke strukture priče su pokazali, da se kod četvorogodišnjaka i petogodišnjaka fokus pripovedanja priče nalazi u opisivanju uvodnog događaja i aktivnosti kojima se dolazi do cilja. Za razliku od njih, kod šestogodišnjaka šema priče postoji na saznajnom nivou, budući da su elementi strip priče konzistentno opisivani u nešto manje od polovine dece.  Analizom rezultata mikrolingvističke strukture priče utvrđeno je da priče četvorogodišnjaka predominantno sadrže proste rečenice, dok prosto-proširene i zavisno-složene sintaksičke konstrukcije dominiraju u narativnom diskursu petogodišnjaka. Za razliku od njih, u grupi šestogodišnjaka je prisutna tendencija korišćenja složenih (naporednih, zavisnih) rečenica. Pripovedanje priče kod dece postepeno se razvija tokom predškolskog perioda, a saveti o podsticaju razvoja ove sposobnosti su važni za svu decu, posebno za decu sa prisustvom riziko faktora na rođenju ili decu sa deficitima u razvoju govora i jezika.
PB  - Univerzitet u Nišu
T2  - Teme
T1  - Narrative competence:  a preliminary study of storytelling  in preschool children
T1  - Narativna kompetentnost:  preliminarna studija pripovedanja priče kod dece predškolskog uzrasta
IS  - 1
VL  - 46
DO  - 10.22190/TEME200222001G
ER  - 

@article{
author = "Golubović, Slavica and Šakotić, Nada and Janićijević, Dušanka and Ječmenica, Nevena and Dmitriev, Alexey and Kolyagina, Victoria",
year = "2022",
abstract = "The aim of this research is to determine the characteristics of storytelling in preschool children. The study included 60 children, aged four, five and six years. The characteristics of the narration of a story on the macrolinguistic and microlinguistic plane were assessed by applying the Comic story task (Kostić, Vladisavljević & Popović, 1983).
The results of the macrolinguistic structure of storytelling showed that focus in four and five-year-olds is in describing the introductory event and the activities leading to a goal. In contrast, with six-year-old children story patterns exist at a cognitive level, since the elements of the comic story are consistently described in just slightly less than half of the them.
The results of the microlinguistic structure of storytelling showed that the four- year-olds stories predominantly contain simple sentences, while simple-extended and dependent-complex syntactic constructions dominate in the stories of five-year-olds. In contrast, there is a tendency in six-year-olds to use complex (consecutive, dependent) sentences. Storytelling in children develops gradually over the preschool period, so instructions for storytelling is important for all children, especially for those at risk for or with language learning impairments., Cilj ovog istraživanja je utvrđivanje karakteristika pripovedanja priče kod dece predškolskog uzrasta. Istraživanjem je obuhvaćeno 60 dece, uzrasta od četiri, pet i šest godina. Karakteristike pripovedanja priče kod dece na makrolingvističkom i mikrolingvističkom planu procenjene su primenom zadatka Strip priča (Kostić, Vladisavljević & Popović, 1983).  Rezultati istraživanja makrolingvističke strukture priče su pokazali, da se kod četvorogodišnjaka i petogodišnjaka fokus pripovedanja priče nalazi u opisivanju uvodnog događaja i aktivnosti kojima se dolazi do cilja. Za razliku od njih, kod šestogodišnjaka šema priče postoji na saznajnom nivou, budući da su elementi strip priče konzistentno opisivani u nešto manje od polovine dece.  Analizom rezultata mikrolingvističke strukture priče utvrđeno je da priče četvorogodišnjaka predominantno sadrže proste rečenice, dok prosto-proširene i zavisno-složene sintaksičke konstrukcije dominiraju u narativnom diskursu petogodišnjaka. Za razliku od njih, u grupi šestogodišnjaka je prisutna tendencija korišćenja složenih (naporednih, zavisnih) rečenica. Pripovedanje priče kod dece postepeno se razvija tokom predškolskog perioda, a saveti o podsticaju razvoja ove sposobnosti su važni za svu decu, posebno za decu sa prisustvom riziko faktora na rođenju ili decu sa deficitima u razvoju govora i jezika.",
publisher = "Univerzitet u Nišu",
journal = "Teme",
title = "Narrative competence:  a preliminary study of storytelling  in preschool children, Narativna kompetentnost:  preliminarna studija pripovedanja priče kod dece predškolskog uzrasta",
number = "1",
volume = "46",
doi = "10.22190/TEME200222001G"
}

Golubović, S., Šakotić, N., Janićijević, D., Ječmenica, N., Dmitriev, A.,& Kolyagina, V.. (2022). Narrative competence:  a preliminary study of storytelling  in preschool children. in Teme
Univerzitet u Nišu., 46(1).
https://doi.org/10.22190/TEME200222001G

Golubović S, Šakotić N, Janićijević D, Ječmenica N, Dmitriev A, Kolyagina V. Narrative competence:  a preliminary study of storytelling  in preschool children. in Teme. 2022;46(1).
doi:10.22190/TEME200222001G .

Golubović, Slavica, Šakotić, Nada, Janićijević, Dušanka, Ječmenica, Nevena, Dmitriev, Alexey, Kolyagina, Victoria, "Narrative competence:  a preliminary study of storytelling  in preschool children" in Teme, 46, no. 1 (2022),
https://doi.org/10.22190/TEME200222001G . .

TY  - JOUR
AU  - Eminović, Fadilj
AU  - Šakotić, Nada
AU  - Nikić, Radmila
AU  - Nedović, Goran
PY  - 2009
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/312
AB  - Pupils who are excluded from physical culture classes, due to some medical problems are isolated, consequently vulnerable and easy to get hurt, even invalid. Most frequent are cardio, respiratory and locomotor difficulties. It is well known that certain procedures in physical culture program successfully prevent these difficulties. Our study deals with: Insufficient following of physical development of pupils with developmental difficulties in first grades of elementary school. Aims of the study: 1.Exploring attitudes of teachers in first four grades towards classes of physical culture for children with developmental difficulties, 2. Exploring differences of given attitudes between teachers in regular and inclusive program. Specific aims: to explore: a) Do teachers in first four grades divide children into groups regarding types of body damage? b) Are there methodological differences applied with different groups? c) Are there differences in attitudes between teachers in regular and inclusive program? d) Does school organisation enable inclusion of these children in physical culture classes? e) We assume that the answer to the last question is negative, and that our teachers have negative attitude toward inclusion of these children in physical culture classes. Sample: teachers of 4 beginning grades (from 1st to 4th), from five elementary schools. Forty-six teachers work in a regular, and eighteen in inclusion program. Results: are given in tables, graphics and histograms.
T2  - Sport Science
T1  - Teachers' attitudes towards realisation of physical culture program with pupils with developmental difficulties
T1  - Stavovi nastavnika prema realizaciji fizičke kulture kod učenika sa razvojnim poteškoćama
EP  - 95
IS  - 2
SP  - 90
VL  - 2
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_312
ER  - 

@article{
author = "Eminović, Fadilj and Šakotić, Nada and Nikić, Radmila and Nedović, Goran",
year = "2009",
abstract = "Pupils who are excluded from physical culture classes, due to some medical problems are isolated, consequently vulnerable and easy to get hurt, even invalid. Most frequent are cardio, respiratory and locomotor difficulties. It is well known that certain procedures in physical culture program successfully prevent these difficulties. Our study deals with: Insufficient following of physical development of pupils with developmental difficulties in first grades of elementary school. Aims of the study: 1.Exploring attitudes of teachers in first four grades towards classes of physical culture for children with developmental difficulties, 2. Exploring differences of given attitudes between teachers in regular and inclusive program. Specific aims: to explore: a) Do teachers in first four grades divide children into groups regarding types of body damage? b) Are there methodological differences applied with different groups? c) Are there differences in attitudes between teachers in regular and inclusive program? d) Does school organisation enable inclusion of these children in physical culture classes? e) We assume that the answer to the last question is negative, and that our teachers have negative attitude toward inclusion of these children in physical culture classes. Sample: teachers of 4 beginning grades (from 1st to 4th), from five elementary schools. Forty-six teachers work in a regular, and eighteen in inclusion program. Results: are given in tables, graphics and histograms.",
journal = "Sport Science",
title = "Teachers' attitudes towards realisation of physical culture program with pupils with developmental difficulties, Stavovi nastavnika prema realizaciji fizičke kulture kod učenika sa razvojnim poteškoćama",
pages = "95-90",
number = "2",
volume = "2",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_312"
}

Eminović, F., Šakotić, N., Nikić, R.,& Nedović, G.. (2009). Teachers' attitudes towards realisation of physical culture program with pupils with developmental difficulties. in Sport Science, 2(2), 90-95.
https://hdl.handle.net/21.15107/rcub_rfasper_312

Eminović F, Šakotić N, Nikić R, Nedović G. Teachers' attitudes towards realisation of physical culture program with pupils with developmental difficulties. in Sport Science. 2009;2(2):90-95.
https://hdl.handle.net/21.15107/rcub_rfasper_312 .

Eminović, Fadilj, Šakotić, Nada, Nikić, Radmila, Nedović, Goran, "Teachers' attitudes towards realisation of physical culture program with pupils with developmental difficulties" in Sport Science, 2, no. 2 (2009):90-95,
https://hdl.handle.net/21.15107/rcub_rfasper_312 .

TY  - JOUR
AU  - Šakotić, Nada
AU  - Eminović, Fadilj
AU  - Nikić, Radmila
PY  - 2008
UR  - http://rfasper.fasper.bg.ac.rs/handle/123456789/215
AB  - Inclusive education of children with special needs show number of miss understanding, in public opinion as well as in teachers community. Paper aim is to establish teachers opinion about possibility to include children with special needs in to regular elementary schools. Research was conduct in 36 elementary schools in Montenegro with 417 teachers include. Reseals indicate that opinions are positive, all thought they need help managing this population. In according with research results, suggestions, modifications are given in order to reach successful inclusive education.
AB  - Inkluzivna edukacija dece sa posebnim potrebama nameće mnoge nedoumice kako kod šire društvene javnosti tako i kod nastavnika razredne nastave. Cilj rada je utvrđivanje mišljenja nastavnika razredne nastave o mogućnostima masovnijeg uključivanja dece sa posebnim potrebama u redovne osnovne škole. Istraživanje je sprovedeno u 36 osnovnih škola u Crnoj Gori pri čemu je obuhvaćeno 417 nastavnika razredne nastave. Rezultati istraživanja pokazuju da su stavovi nastavnika razredne nastave pozitivni prema uključivanju dece sa posebnim potrebama u redovni sistem, ali da im je potrebna pomoć u radu sa ovom populacijom dece. U skladu sa rezultatima istraživanja dati su predlozi za odgovarajuće pripreme i modifikacije koje je neophodno izvršiti u cilju što uspešnijeg inkluzivnog obrazovanja.
PB  - Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd
T2  - Specijalna edukacija i rehabilitacija
T1  - Possibility education in inclusion of children with special needs
T1  - Mogućnost inkluzivnog obrazovanja dece sa posebnim potrebama
EP  - 71
IS  - 1-2
SP  - 55
UR  - https://hdl.handle.net/21.15107/rcub_rfasper_215
ER  - 

@article{
author = "Šakotić, Nada and Eminović, Fadilj and Nikić, Radmila",
year = "2008",
abstract = "Inclusive education of children with special needs show number of miss understanding, in public opinion as well as in teachers community. Paper aim is to establish teachers opinion about possibility to include children with special needs in to regular elementary schools. Research was conduct in 36 elementary schools in Montenegro with 417 teachers include. Reseals indicate that opinions are positive, all thought they need help managing this population. In according with research results, suggestions, modifications are given in order to reach successful inclusive education., Inkluzivna edukacija dece sa posebnim potrebama nameće mnoge nedoumice kako kod šire društvene javnosti tako i kod nastavnika razredne nastave. Cilj rada je utvrđivanje mišljenja nastavnika razredne nastave o mogućnostima masovnijeg uključivanja dece sa posebnim potrebama u redovne osnovne škole. Istraživanje je sprovedeno u 36 osnovnih škola u Crnoj Gori pri čemu je obuhvaćeno 417 nastavnika razredne nastave. Rezultati istraživanja pokazuju da su stavovi nastavnika razredne nastave pozitivni prema uključivanju dece sa posebnim potrebama u redovni sistem, ali da im je potrebna pomoć u radu sa ovom populacijom dece. U skladu sa rezultatima istraživanja dati su predlozi za odgovarajuće pripreme i modifikacije koje je neophodno izvršiti u cilju što uspešnijeg inkluzivnog obrazovanja.",
publisher = "Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd",
journal = "Specijalna edukacija i rehabilitacija",
title = "Possibility education in inclusion of children with special needs, Mogućnost inkluzivnog obrazovanja dece sa posebnim potrebama",
pages = "71-55",
number = "1-2",
url = "https://hdl.handle.net/21.15107/rcub_rfasper_215"
}

Šakotić, N., Eminović, F.,& Nikić, R.. (2008). Possibility education in inclusion of children with special needs. in Specijalna edukacija i rehabilitacija
Univerzitet u Beogradu - Fakultet za specijalnu edukaciju i rehabilitaciju, Beograd.(1-2), 55-71.
https://hdl.handle.net/21.15107/rcub_rfasper_215

Šakotić N, Eminović F, Nikić R. Possibility education in inclusion of children with special needs. in Specijalna edukacija i rehabilitacija. 2008;(1-2):55-71.
https://hdl.handle.net/21.15107/rcub_rfasper_215 .

Šakotić, Nada, Eminović, Fadilj, Nikić, Radmila, "Possibility education in inclusion of children with special needs" in Specijalna edukacija i rehabilitacija, no. 1-2 (2008):55-71,
https://hdl.handle.net/21.15107/rcub_rfasper_215 .